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profile--work_container" data-work-id="122564372"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/122564372/Self_Regulation_in_Academic_Success_Exploring_the_Impact_of_Volitional_Control_Strategies_Time_Management_Planning_and_Procrastination"><img alt="Research paper thumbnail of Self-Regulation in Academic Success: Exploring the Impact of Volitional Control Strategies, Time Management Planning, and Procrastination" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/122564372/Self_Regulation_in_Academic_Success_Exploring_the_Impact_of_Volitional_Control_Strategies_Time_Management_Planning_and_Procrastination">Self-Regulation in Academic Success: Exploring the Impact of Volitional Control Strategies, Time Management Planning, and Procrastination</a></div><div class="wp-workCard_item"><span>Deleted Journal</span><span>, Feb 21, 2024</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="122564372"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item 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dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112636645"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/112636645/Teachers_Emotion_Regulation_Implications_for_Classroom_Conflict_Management"><img alt="Research paper thumbnail of Teachers’ Emotion Regulation: Implications for Classroom Conflict Management" class="work-thumbnail" src="https://attachments.academia-assets.com/109805523/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/112636645/Teachers_Emotion_Regulation_Implications_for_Classroom_Conflict_Management">Teachers’ Emotion Regulation: Implications for Classroom Conflict Management</a></div><div class="wp-workCard_item"><span>Australian Journal of Teacher Education</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It has been postulated that emotions play essential roles in conflict situations and that excessi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">It has been postulated that emotions play essential roles in conflict situations and that excessive expression of emotions or inappropriate display can reduce the capacity to manage conflict. However, there is a lack of research that relates teachers’ emotion-regulation ability to managing conflict. To bridge this gap, this pilot study aimed to examine the relationships between teachers’ emotion-regulation ability and conflict management strategies used in the classroom. The sample consisted of 878 teachers (61% women) working in Portuguese schools, which completed an application of Mayer and Salovey’s emotional intelligence model and Rahim’s model of conflict management. Using the structural equation modeling, findings revealed that the teachers who tend to show a greater ability to regulate emotions use mainly integrating and compromising strategies to manage classroom conflicts more frequently than other strategies. In conclusion, it is necessary to create a curriculum in the pre...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10fdd77e3717ef6a063ef12aee532813" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":109805523,"asset_id":112636645,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/109805523/download_file?st=MTczMjQ0MjAyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112636645"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112636645"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112636645; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112636645]").text(description); $(".js-view-count[data-work-id=112636645]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112636645; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='112636645']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 112636645, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "10fdd77e3717ef6a063ef12aee532813" } } $('.js-work-strip[data-work-id=112636645]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112636645,"title":"Teachers’ Emotion Regulation: Implications for Classroom Conflict Management","translated_title":"","metadata":{"abstract":"It has been postulated that emotions play essential roles in conflict situations and that excessive expression of emotions or inappropriate display can reduce the capacity to manage conflict. 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In conclusion, it is necessary to create a curriculum in the pre...","publisher":"Edith Cowan University","publication_name":"Australian Journal of Teacher Education"},"translated_abstract":"It has been postulated that emotions play essential roles in conflict situations and that excessive expression of emotions or inappropriate display can reduce the capacity to manage conflict. However, there is a lack of research that relates teachers’ emotion-regulation ability to managing conflict. To bridge this gap, this pilot study aimed to examine the relationships between teachers’ emotion-regulation ability and conflict management strategies used in the classroom. The sample consisted of 878 teachers (61% women) working in Portuguese schools, which completed an application of Mayer and Salovey’s emotional intelligence model and Rahim’s model of conflict management. Using the structural equation modeling, findings revealed that the teachers who tend to show a greater ability to regulate emotions use mainly integrating and compromising strategies to manage classroom conflicts more frequently than other strategies. 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Os sujeitos que integram o complexo processo negocial exprimem um conjunto único de características individuais que podem perturbar o modo e a efetividade da sua atuação. Este estudo tem como finalidade determinar se a Conscienciosidade, como fator da personalidade, bem como as variáveis sociodemográficas Sexo, Idade e Ano de escolaridade são relevantes na explicação da Eficácia Negocial. A amostra é constituída por 407 alunos do Ensino Secundário de uma escola do centro do Porto, Portugal. Foi utilizado o NEO-PI-R para avaliar a Concienciosidade e o QENCE para avaliar a Eficácia Negocial de Conflitos na Escola. 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107618237]").text(description); $(".js-view-count[data-work-id=107618237]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107618237; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107618237']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107618237, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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Mayer and Salovey's model understands emotional intelligence (EI) as a competence that can be learned and developed, and that consists of the adaptive use of emotional information (Mayer et al., 2016). Thus, this Research Topic focuses on the relevance of teachers' academic training should include EI as an essential competence for all teachers. The aim was to provide empirical evidence that examines the importance of teachers' EI, as a crucial emotional competence, highlighting recent studies that can contribute to a new model of teacher education (in academic and in-service education). Valente and Lourenço identify a gap in previous studies testing the role of teachers' EI in the classroom, namely, none have focused on EI as an essential variable for classroom conflict management. The authors state that it is essential to understand the teachers' personal variables related to conflict management in the classroom, namely EI. That way, an experimental validation study, conducted in Portugal, was conducted with teachers from the 3rd cycle of basic education to secondary education. Using descriptive statistics, Pearson's correlation tests, and the structural equation models, the authors found that teacher who tends to have a higher EI perception, present more cohesive levels of commitment to resolving conflicts with students in the classroom. That is, teachers' apply more integrating and compromising strategies and less strategy of avoiding, dominating, and obliging for conflict management in the pedagogical relationship. Given that conflict increases in the pedagogical relationship, this study's results demonstrated the importance of teachers' EI for conflict management. Therefore, this study contributed to the knowledge of how teachers' EI relates to classroom conflict management. 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A amostra é constituída por 217 alunos do 3.º Ciclo do Ensino Básico do centro do Porto. Foi utilizada a Escala da Disrupção Escolar Professada pelos alunos (EDEP) e a Escala de Autoconceito-\"Piers-Harris Children's Self-Concept Scale-2\" (PHCSCS-2). Os resultados sugerem que os alunos com autoconceito mais elevado manifestam menos comportamentos disruptivos (β=-.23), bem como melhor rendimento escolar (β=-.30). Por sua vez, o autoconceito exerce uma influência directa e positiva sobre as notas. Das variáveis em estudo, as Notas (14%) e o Autoconceito (13%) são as mais explicadas no modelo. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107618235"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107618235/Clima_de_escola_e_t%C3%A1ticas_de_gest%C3%A3o_de_conflito_Estudo_quantitativo_com_estudantes_portugueses"><img alt="Research paper thumbnail of Clima de escola e táticas de gestão de conflito – Estudo quantitativo com estudantes portugueses" class="work-thumbnail" src="https://attachments.academia-assets.com/106242887/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107618235/Clima_de_escola_e_t%C3%A1ticas_de_gest%C3%A3o_de_conflito_Estudo_quantitativo_com_estudantes_portugueses">Clima de escola e táticas de gestão de conflito – Estudo quantitativo com estudantes portugueses</a></div><div class="wp-workCard_item"><span>Revista CES psicología</span><span>, 2016</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9031332840d61d644aad2a8836c7e822" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106242887,"asset_id":107618235,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106242887/download_file?st=MTczMjQ0MjAyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107618235"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107618235"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107618235; 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O estudo foi realizado com uma amostra de 348 alunos de escolas públicas de Portugal. Em contexto de sala de aula foram aplicados a CTS (Conflict Tactic Scale), o CLES (Questionário do Clima de Escola) e uma ficha de dados pessoais e escolares (para analisar as variáveis sexo, ano de escolaridade, número de reprovações e horas de estudo). Os resultados demonstram que a utilização de táticas não violentas (negociação e discussão) na gestão dos conflitos interpessoais influencia positivamente o clima de escola. Apontam ainda para relações estatisticamente significativas entre o sexo e as estratégias não violentas, entre o sexo e violência física, entre violência emocional e clima de escola e entre violência física e clima de escola. São ainda indicadas as implicações para a realidade estudada nas escolas.","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Revista CES psicología","grobid_abstract_attachment_id":106242887},"translated_abstract":null,"internal_url":"https://www.academia.edu/107618235/Clima_de_escola_e_t%C3%A1ticas_de_gest%C3%A3o_de_conflito_Estudo_quantitativo_com_estudantes_portugueses","translated_internal_url":"","created_at":"2023-10-05T00:28:04.489-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":83286285,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":106242887,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106242887/thumbnails/1.jpg","file_name":"5663288.pdf","download_url":"https://www.academia.edu/attachments/106242887/download_file?st=MTczMjQ0MjAyNiw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Clima_de_escola_e_taticas_de_gestao_de_c.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106242887/5663288-libre.pdf?1696528120=\u0026response-content-disposition=attachment%3B+filename%3DClima_de_escola_e_taticas_de_gestao_de_c.pdf\u0026Expires=1732444086\u0026Signature=ZIymkvki4AHxCgXzGahOai54rfYL8mjgMXEi~4Z8kSipC4aaaYto4YnC3yyQ3Lii5~JbWPuOJCo5ieKmxUUAfYK5DenuNK~bmEe6TPMMg7OI1HbFtLjwuQxigUs3VQMFTxJdcC4V2KJkNg10vJTZo2WSwgB1JLlSCbVk06vqPmnZ4ruz9MnZyZPa1RBSGOUhNjQpjzFWRSrWK6on1g1ddO6w-~9pFFhjOa-GnHdKETBHljeKqSuqNjNPVaPlWeLxaICkasoYXMuoOVO7wxFA-6kyiyktlXxPr0~zjULYHinqS4OeKPYzumTZo7hgUKAfwGRlhEChSv9YhiYQPsvzXg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Clima_de_escola_e_táticas_de_gestão_de_conflito_Estudo_quantitativo_com_estudantes_portugueses","translated_slug":"","page_count":11,"language":"pt","content_type":"Work","owner":{"id":83286285,"first_name":"Abílio Afonso","middle_initials":null,"last_name":"Lourenço","page_name":"LourençoAbílioAfonso","domain_name":"independent","created_at":"2018-06-20T15:37:20.590-07:00","display_name":"Abílio Afonso Lourenço","url":"https://independent.academia.edu/Louren%C3%A7oAb%C3%ADlioAfonso"},"attachments":[{"id":106242887,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106242887/thumbnails/1.jpg","file_name":"5663288.pdf","download_url":"https://www.academia.edu/attachments/106242887/download_file?st=MTczMjQ0MjAyNiw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Clima_de_escola_e_taticas_de_gestao_de_c.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106242887/5663288-libre.pdf?1696528120=\u0026response-content-disposition=attachment%3B+filename%3DClima_de_escola_e_taticas_de_gestao_de_c.pdf\u0026Expires=1732444086\u0026Signature=ZIymkvki4AHxCgXzGahOai54rfYL8mjgMXEi~4Z8kSipC4aaaYto4YnC3yyQ3Lii5~JbWPuOJCo5ieKmxUUAfYK5DenuNK~bmEe6TPMMg7OI1HbFtLjwuQxigUs3VQMFTxJdcC4V2KJkNg10vJTZo2WSwgB1JLlSCbVk06vqPmnZ4ruz9MnZyZPa1RBSGOUhNjQpjzFWRSrWK6on1g1ddO6w-~9pFFhjOa-GnHdKETBHljeKqSuqNjNPVaPlWeLxaICkasoYXMuoOVO7wxFA-6kyiyktlXxPr0~zjULYHinqS4OeKPYzumTZo7hgUKAfwGRlhEChSv9YhiYQPsvzXg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":261,"name":"Geography","url":"https://www.academia.edu/Documents/in/Geography"},{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities"},{"id":1456,"name":"Portuguese","url":"https://www.academia.edu/Documents/in/Portuguese"},{"id":14370,"name":"Conflict Management","url":"https://www.academia.edu/Documents/in/Conflict_Management"},{"id":81600,"name":"School Climate","url":"https://www.academia.edu/Documents/in/School_Climate"},{"id":91916,"name":"School","url":"https://www.academia.edu/Documents/in/School"},{"id":169293,"name":"Escuela","url":"https://www.academia.edu/Documents/in/Escuela"},{"id":230243,"name":"Escola","url":"https://www.academia.edu/Documents/in/Escola"},{"id":407154,"name":"Clima","url":"https://www.academia.edu/Documents/in/Clima"},{"id":827446,"name":"School Environment","url":"https://www.academia.edu/Documents/in/School_Environment"},{"id":1346802,"name":"Clima Escolar","url":"https://www.academia.edu/Documents/in/Clima_Escolar"},{"id":1381555,"name":"Ambiente escolar","url":"https://www.academia.edu/Documents/in/Ambiente_escolar"},{"id":1890943,"name":"Táticas","url":"https://www.academia.edu/Documents/in/T%C3%A1ticas"},{"id":2724851,"name":"Gestión del conflicto","url":"https://www.academia.edu/Documents/in/Gesti%C3%B3n_del_conflicto"}],"urls":[{"id":34319881,"url":"https://doi.org/10.21615/cesp.9.2.1"}]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107618231"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107618231/Comportamentos_Disruptivos_e_Sucesso_Acad%C3%A9mico_A_Import%C3%A2ncia_de_Vari%C3%A1veis_Psicol%C3%B3gicas_e_de_Ambiente"><img alt="Research paper thumbnail of Comportamentos Disruptivos e Sucesso Académico: A Importância de Variáveis Psicológicas e de Ambiente" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107618231/Comportamentos_Disruptivos_e_Sucesso_Acad%C3%A9mico_A_Import%C3%A2ncia_de_Vari%C3%A1veis_Psicol%C3%B3gicas_e_de_Ambiente">Comportamentos Disruptivos e Sucesso Académico: A Importância de Variáveis Psicológicas e de Ambiente</a></div><div class="wp-workCard_item"><span>Revista Argentina de Ciencias del Comportamiento</span><span>, Aug 3, 2010</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107618231"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107618231"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107618231; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107618230"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107618230/The_relationship_between_teachers_emotional_intelligence_and_classroom_discipline_management"><img alt="Research paper thumbnail of The relationship between teachers’ emotional intelligence and classroom discipline management" class="work-thumbnail" src="https://attachments.academia-assets.com/106235922/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107618230/The_relationship_between_teachers_emotional_intelligence_and_classroom_discipline_management">The relationship between teachers’ emotional intelligence and classroom discipline management</a></div><div class="wp-workCard_item"><span>Psychology in the Schools</span><span>, Dec 31, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bfad4e4063a7e76d92b04a083c37497b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106235922,"asset_id":107618230,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106235922/download_file?st=MTczMjQ0MjAyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107618230"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107618230"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107618230; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107618229"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107618229/A_essencialidade_da_autoefic%C3%A1cia_para_a_aprendizagem_autorregulada"><img alt="Research paper thumbnail of A essencialidade da autoeficácia para a aprendizagem autorregulada" class="work-thumbnail" src="https://attachments.academia-assets.com/106242888/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107618229/A_essencialidade_da_autoefic%C3%A1cia_para_a_aprendizagem_autorregulada">A essencialidade da autoeficácia para a aprendizagem autorregulada</a></div><div class="wp-workCard_item"><span>Educação e Filosofia</span><span>, Apr 30, 2017</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4dd13d19aed7194560bd862c3fd6f696" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106242888,"asset_id":107618229,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106242888/download_file?st=MTczMjQ0MjAyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107618229"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107618229"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107618229; 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Suportado nos racionais teóricos da autoeficácia de Bandura e nos processos autorregulatórios da aprendizagem de Zimmerman, este texto tem como objetivo fazer uma abordagem teórica e de reflexão sobre a importância das percepções de autoeficácia dos alunos na autorregulação das suas aprendizagens. Estas teorias realçam que os alunos, que normalmente consideram que são capazes de executar as atividades escolares sugeridas, usam mais estratégias cognitivas e metacognitivas no seu desempenho escolar, definem metas mais desafiantes, persistem mais na tarefa e alcançam níveis mais altos de realização. São apresentadas algumas sugestões para a prática pedagógica. Palavras-chave: Autoeficácia. Autorregulação da aprendizagem. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="9623696" id="papers"><div class="js-work-strip profile--work_container" data-work-id="122564372"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/122564372/Self_Regulation_in_Academic_Success_Exploring_the_Impact_of_Volitional_Control_Strategies_Time_Management_Planning_and_Procrastination"><img alt="Research paper thumbnail of Self-Regulation in Academic Success: Exploring the Impact of Volitional Control Strategies, Time Management Planning, and Procrastination" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/122564372/Self_Regulation_in_Academic_Success_Exploring_the_Impact_of_Volitional_Control_Strategies_Time_Management_Planning_and_Procrastination">Self-Regulation in Academic Success: Exploring the Impact of Volitional Control Strategies, Time Management Planning, and Procrastination</a></div><div class="wp-workCard_item"><span>Deleted Journal</span><span>, Feb 21, 2024</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="122564372"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="122564372"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122564372; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112636645"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/112636645/Teachers_Emotion_Regulation_Implications_for_Classroom_Conflict_Management"><img alt="Research paper thumbnail of Teachers’ Emotion Regulation: Implications for Classroom Conflict Management" class="work-thumbnail" src="https://attachments.academia-assets.com/109805523/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/112636645/Teachers_Emotion_Regulation_Implications_for_Classroom_Conflict_Management">Teachers’ Emotion Regulation: Implications for Classroom Conflict Management</a></div><div class="wp-workCard_item"><span>Australian Journal of Teacher Education</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It has been postulated that emotions play essential roles in conflict situations and that excessi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">It has been postulated that emotions play essential roles in conflict situations and that excessive expression of emotions or inappropriate display can reduce the capacity to manage conflict. However, there is a lack of research that relates teachers’ emotion-regulation ability to managing conflict. To bridge this gap, this pilot study aimed to examine the relationships between teachers’ emotion-regulation ability and conflict management strategies used in the classroom. The sample consisted of 878 teachers (61% women) working in Portuguese schools, which completed an application of Mayer and Salovey’s emotional intelligence model and Rahim’s model of conflict management. Using the structural equation modeling, findings revealed that the teachers who tend to show a greater ability to regulate emotions use mainly integrating and compromising strategies to manage classroom conflicts more frequently than other strategies. In conclusion, it is necessary to create a curriculum in the pre...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10fdd77e3717ef6a063ef12aee532813" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":109805523,"asset_id":112636645,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/109805523/download_file?st=MTczMjQ0MjAyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112636645"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112636645"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112636645; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112636645]").text(description); $(".js-view-count[data-work-id=112636645]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112636645; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='112636645']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 112636645, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "10fdd77e3717ef6a063ef12aee532813" } } $('.js-work-strip[data-work-id=112636645]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112636645,"title":"Teachers’ Emotion Regulation: Implications for Classroom Conflict Management","translated_title":"","metadata":{"abstract":"It has been postulated that emotions play essential roles in conflict situations and that excessive expression of emotions or inappropriate display can reduce the capacity to manage conflict. 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In conclusion, it is necessary to create a curriculum in the pre...","publisher":"Edith Cowan University","publication_name":"Australian Journal of Teacher Education"},"translated_abstract":"It has been postulated that emotions play essential roles in conflict situations and that excessive expression of emotions or inappropriate display can reduce the capacity to manage conflict. However, there is a lack of research that relates teachers’ emotion-regulation ability to managing conflict. To bridge this gap, this pilot study aimed to examine the relationships between teachers’ emotion-regulation ability and conflict management strategies used in the classroom. The sample consisted of 878 teachers (61% women) working in Portuguese schools, which completed an application of Mayer and Salovey’s emotional intelligence model and Rahim’s model of conflict management. Using the structural equation modeling, findings revealed that the teachers who tend to show a greater ability to regulate emotions use mainly integrating and compromising strategies to manage classroom conflicts more frequently than other strategies. 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Os sujeitos que integram o complexo processo negocial exprimem um conjunto único de características individuais que podem perturbar o modo e a efetividade da sua atuação. Este estudo tem como finalidade determinar se a Conscienciosidade, como fator da personalidade, bem como as variáveis sociodemográficas Sexo, Idade e Ano de escolaridade são relevantes na explicação da Eficácia Negocial. A amostra é constituída por 407 alunos do Ensino Secundário de uma escola do centro do Porto, Portugal. Foi utilizado o NEO-PI-R para avaliar a Concienciosidade e o QENCE para avaliar a Eficácia Negocial de Conflitos na Escola. 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107618237]").text(description); $(".js-view-count[data-work-id=107618237]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107618237; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107618237']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107618237, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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Mayer and Salovey's model understands emotional intelligence (EI) as a competence that can be learned and developed, and that consists of the adaptive use of emotional information (Mayer et al., 2016). Thus, this Research Topic focuses on the relevance of teachers' academic training should include EI as an essential competence for all teachers. The aim was to provide empirical evidence that examines the importance of teachers' EI, as a crucial emotional competence, highlighting recent studies that can contribute to a new model of teacher education (in academic and in-service education). Valente and Lourenço identify a gap in previous studies testing the role of teachers' EI in the classroom, namely, none have focused on EI as an essential variable for classroom conflict management. The authors state that it is essential to understand the teachers' personal variables related to conflict management in the classroom, namely EI. That way, an experimental validation study, conducted in Portugal, was conducted with teachers from the 3rd cycle of basic education to secondary education. Using descriptive statistics, Pearson's correlation tests, and the structural equation models, the authors found that teacher who tends to have a higher EI perception, present more cohesive levels of commitment to resolving conflicts with students in the classroom. That is, teachers' apply more integrating and compromising strategies and less strategy of avoiding, dominating, and obliging for conflict management in the pedagogical relationship. Given that conflict increases in the pedagogical relationship, this study's results demonstrated the importance of teachers' EI for conflict management. Therefore, this study contributed to the knowledge of how teachers' EI relates to classroom conflict management. 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A amostra é constituída por 217 alunos do 3.º Ciclo do Ensino Básico do centro do Porto. Foi utilizada a Escala da Disrupção Escolar Professada pelos alunos (EDEP) e a Escala de Autoconceito-\"Piers-Harris Children's Self-Concept Scale-2\" (PHCSCS-2). Os resultados sugerem que os alunos com autoconceito mais elevado manifestam menos comportamentos disruptivos (β=-.23), bem como melhor rendimento escolar (β=-.30). Por sua vez, o autoconceito exerce uma influência directa e positiva sobre as notas. Das variáveis em estudo, as Notas (14%) e o Autoconceito (13%) são as mais explicadas no modelo. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107618235"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107618235/Clima_de_escola_e_t%C3%A1ticas_de_gest%C3%A3o_de_conflito_Estudo_quantitativo_com_estudantes_portugueses"><img alt="Research paper thumbnail of Clima de escola e táticas de gestão de conflito – Estudo quantitativo com estudantes portugueses" class="work-thumbnail" src="https://attachments.academia-assets.com/106242887/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107618235/Clima_de_escola_e_t%C3%A1ticas_de_gest%C3%A3o_de_conflito_Estudo_quantitativo_com_estudantes_portugueses">Clima de escola e táticas de gestão de conflito – Estudo quantitativo com estudantes portugueses</a></div><div class="wp-workCard_item"><span>Revista CES psicología</span><span>, 2016</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9031332840d61d644aad2a8836c7e822" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106242887,"asset_id":107618235,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106242887/download_file?st=MTczMjQ0MjAyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107618235"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107618235"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107618235; 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O estudo foi realizado com uma amostra de 348 alunos de escolas públicas de Portugal. Em contexto de sala de aula foram aplicados a CTS (Conflict Tactic Scale), o CLES (Questionário do Clima de Escola) e uma ficha de dados pessoais e escolares (para analisar as variáveis sexo, ano de escolaridade, número de reprovações e horas de estudo). Os resultados demonstram que a utilização de táticas não violentas (negociação e discussão) na gestão dos conflitos interpessoais influencia positivamente o clima de escola. Apontam ainda para relações estatisticamente significativas entre o sexo e as estratégias não violentas, entre o sexo e violência física, entre violência emocional e clima de escola e entre violência física e clima de escola. São ainda indicadas as implicações para a realidade estudada nas escolas.","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Revista CES psicología","grobid_abstract_attachment_id":106242887},"translated_abstract":null,"internal_url":"https://www.academia.edu/107618235/Clima_de_escola_e_t%C3%A1ticas_de_gest%C3%A3o_de_conflito_Estudo_quantitativo_com_estudantes_portugueses","translated_internal_url":"","created_at":"2023-10-05T00:28:04.489-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":83286285,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":106242887,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106242887/thumbnails/1.jpg","file_name":"5663288.pdf","download_url":"https://www.academia.edu/attachments/106242887/download_file?st=MTczMjQ0MjAyNiw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Clima_de_escola_e_taticas_de_gestao_de_c.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106242887/5663288-libre.pdf?1696528120=\u0026response-content-disposition=attachment%3B+filename%3DClima_de_escola_e_taticas_de_gestao_de_c.pdf\u0026Expires=1732444086\u0026Signature=ZIymkvki4AHxCgXzGahOai54rfYL8mjgMXEi~4Z8kSipC4aaaYto4YnC3yyQ3Lii5~JbWPuOJCo5ieKmxUUAfYK5DenuNK~bmEe6TPMMg7OI1HbFtLjwuQxigUs3VQMFTxJdcC4V2KJkNg10vJTZo2WSwgB1JLlSCbVk06vqPmnZ4ruz9MnZyZPa1RBSGOUhNjQpjzFWRSrWK6on1g1ddO6w-~9pFFhjOa-GnHdKETBHljeKqSuqNjNPVaPlWeLxaICkasoYXMuoOVO7wxFA-6kyiyktlXxPr0~zjULYHinqS4OeKPYzumTZo7hgUKAfwGRlhEChSv9YhiYQPsvzXg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Clima_de_escola_e_táticas_de_gestão_de_conflito_Estudo_quantitativo_com_estudantes_portugueses","translated_slug":"","page_count":11,"language":"pt","content_type":"Work","owner":{"id":83286285,"first_name":"Abílio Afonso","middle_initials":null,"last_name":"Lourenço","page_name":"LourençoAbílioAfonso","domain_name":"independent","created_at":"2018-06-20T15:37:20.590-07:00","display_name":"Abílio Afonso Lourenço","url":"https://independent.academia.edu/Louren%C3%A7oAb%C3%ADlioAfonso"},"attachments":[{"id":106242887,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/106242887/thumbnails/1.jpg","file_name":"5663288.pdf","download_url":"https://www.academia.edu/attachments/106242887/download_file?st=MTczMjQ0MjAyNiw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Clima_de_escola_e_taticas_de_gestao_de_c.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/106242887/5663288-libre.pdf?1696528120=\u0026response-content-disposition=attachment%3B+filename%3DClima_de_escola_e_taticas_de_gestao_de_c.pdf\u0026Expires=1732444086\u0026Signature=ZIymkvki4AHxCgXzGahOai54rfYL8mjgMXEi~4Z8kSipC4aaaYto4YnC3yyQ3Lii5~JbWPuOJCo5ieKmxUUAfYK5DenuNK~bmEe6TPMMg7OI1HbFtLjwuQxigUs3VQMFTxJdcC4V2KJkNg10vJTZo2WSwgB1JLlSCbVk06vqPmnZ4ruz9MnZyZPa1RBSGOUhNjQpjzFWRSrWK6on1g1ddO6w-~9pFFhjOa-GnHdKETBHljeKqSuqNjNPVaPlWeLxaICkasoYXMuoOVO7wxFA-6kyiyktlXxPr0~zjULYHinqS4OeKPYzumTZo7hgUKAfwGRlhEChSv9YhiYQPsvzXg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":261,"name":"Geography","url":"https://www.academia.edu/Documents/in/Geography"},{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities"},{"id":1456,"name":"Portuguese","url":"https://www.academia.edu/Documents/in/Portuguese"},{"id":14370,"name":"Conflict Management","url":"https://www.academia.edu/Documents/in/Conflict_Management"},{"id":81600,"name":"School Climate","url":"https://www.academia.edu/Documents/in/School_Climate"},{"id":91916,"name":"School","url":"https://www.academia.edu/Documents/in/School"},{"id":169293,"name":"Escuela","url":"https://www.academia.edu/Documents/in/Escuela"},{"id":230243,"name":"Escola","url":"https://www.academia.edu/Documents/in/Escola"},{"id":407154,"name":"Clima","url":"https://www.academia.edu/Documents/in/Clima"},{"id":827446,"name":"School Environment","url":"https://www.academia.edu/Documents/in/School_Environment"},{"id":1346802,"name":"Clima Escolar","url":"https://www.academia.edu/Documents/in/Clima_Escolar"},{"id":1381555,"name":"Ambiente escolar","url":"https://www.academia.edu/Documents/in/Ambiente_escolar"},{"id":1890943,"name":"Táticas","url":"https://www.academia.edu/Documents/in/T%C3%A1ticas"},{"id":2724851,"name":"Gestión del conflicto","url":"https://www.academia.edu/Documents/in/Gesti%C3%B3n_del_conflicto"}],"urls":[{"id":34319881,"url":"https://doi.org/10.21615/cesp.9.2.1"}]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107618231"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107618231/Comportamentos_Disruptivos_e_Sucesso_Acad%C3%A9mico_A_Import%C3%A2ncia_de_Vari%C3%A1veis_Psicol%C3%B3gicas_e_de_Ambiente"><img alt="Research paper thumbnail of Comportamentos Disruptivos e Sucesso Académico: A Importância de Variáveis Psicológicas e de Ambiente" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107618231/Comportamentos_Disruptivos_e_Sucesso_Acad%C3%A9mico_A_Import%C3%A2ncia_de_Vari%C3%A1veis_Psicol%C3%B3gicas_e_de_Ambiente">Comportamentos Disruptivos e Sucesso Académico: A Importância de Variáveis Psicológicas e de Ambiente</a></div><div class="wp-workCard_item"><span>Revista Argentina de Ciencias del Comportamiento</span><span>, Aug 3, 2010</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107618231"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107618231"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107618231; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107618230"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107618230/The_relationship_between_teachers_emotional_intelligence_and_classroom_discipline_management"><img alt="Research paper thumbnail of The relationship between teachers’ emotional intelligence and classroom discipline management" class="work-thumbnail" src="https://attachments.academia-assets.com/106235922/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107618230/The_relationship_between_teachers_emotional_intelligence_and_classroom_discipline_management">The relationship between teachers’ emotional intelligence and classroom discipline management</a></div><div class="wp-workCard_item"><span>Psychology in the Schools</span><span>, Dec 31, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bfad4e4063a7e76d92b04a083c37497b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106235922,"asset_id":107618230,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106235922/download_file?st=MTczMjQ0MjAyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107618230"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107618230"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107618230; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107618229"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107618229/A_essencialidade_da_autoefic%C3%A1cia_para_a_aprendizagem_autorregulada"><img alt="Research paper thumbnail of A essencialidade da autoeficácia para a aprendizagem autorregulada" class="work-thumbnail" src="https://attachments.academia-assets.com/106242888/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107618229/A_essencialidade_da_autoefic%C3%A1cia_para_a_aprendizagem_autorregulada">A essencialidade da autoeficácia para a aprendizagem autorregulada</a></div><div class="wp-workCard_item"><span>Educação e Filosofia</span><span>, Apr 30, 2017</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4dd13d19aed7194560bd862c3fd6f696" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106242888,"asset_id":107618229,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106242888/download_file?st=MTczMjQ0MjAyNiw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107618229"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107618229"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107618229; 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Suportado nos racionais teóricos da autoeficácia de Bandura e nos processos autorregulatórios da aprendizagem de Zimmerman, este texto tem como objetivo fazer uma abordagem teórica e de reflexão sobre a importância das percepções de autoeficácia dos alunos na autorregulação das suas aprendizagens. Estas teorias realçam que os alunos, que normalmente consideram que são capazes de executar as atividades escolares sugeridas, usam mais estratégias cognitivas e metacognitivas no seu desempenho escolar, definem metas mais desafiantes, persistem mais na tarefa e alcançam níveis mais altos de realização. São apresentadas algumas sugestões para a prática pedagógica. Palavras-chave: Autoeficácia. Autorregulação da aprendizagem. 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